Transcript TECHNICAL & VOCATIONAL EDUCATION and TRAINING (TVET

KENYA COUNTRY
MAPPING STUDY FOR PHASE 2
OF
THE LEARN4WORK PROGRAMME
October 2012
By: John Nyerere
Contents
1.0 Introduction
2.0
3.0
4.0
5.0
6.0
7.0
8.0
TVET sector
Labour market in kenya
Lessons learnt & practical policy challenges.
SWOT of key actors of TVET & labor market
Opportunities for harmonization with different actors
Way forward: understanding to support
Recommendations
1.0 Introduction
•
Globally education is acknowledged as a means for
transforming and empowering the youth with skills,
knowledge and, attitudes to enable them become
productive members of the society.
•
In 2000, leaders of 189 countries decided to focus efforts on
poverty reduction - on MDGs.
•
Technical and Vocational Education defined as “Education
which is mainly to lead participants to acquire the practical
skills, know-how and understanding, and necessary for
employment in a particular occupation, trade or group of
occupations (Atchoarena, D. & Delluc, A. 2001)”.
•
Practical skills or know- how can be provided by both the
public and private sectors.
Purpose of Mapping
• To identify existing stakeholders and their interests in
TVET;
– Past experiences and good practices regarding demand
and supply of TVET;
– Strong and weak elements of the TVET sector.
• The importance of the exercise lies in the
establishment of relevancy for future partnerships’
activities.
• The results of the mapping process will function as a
guide for the further development of country and
partnership proposals, which may need to be
modified or updated.
Background of Learning4 Work (L4W).
• The long-term objective of Learn4Work is:
“To contribute to substantial and sustainable income
for youth/young people and particularly those who
are marginalised for one reason or the other”.
• Mid-term objective
– “to realise access to improved quality vocational
education in Africa, which ensures its relevance for
the labour market”.
The four L4W operational objectives:
1. To improve access to vocational education and
training in Africa
2. To enhance the quality and relevance of
vocational education to the demands of the
labour market
3. To sustainably embed good practices at
institutional level of TVET providers
4. To include new actors into development
cooperation, the education and private sector in
particular and strengthen the Learn4Work
network.
Approach
• Updating from various documents relating to
Government policy, strategy and economic
survey- Vision 2030, PRSP, KESSP, Labour
sector that deal with TIVET & Implications of
implementing New Constitution.
• Discussions with key officials
• Focus on
– Supply side issues- Education and training
– Demand side issues- labour market
– Identifying Key players in private sector
– Issues and observations
Demographics, Context & Economic Data
• Pop. increased exponentially -2009 Census
– 38,610,097 million people (19.4 - 50.26% women)
and (19.2 - 49.7% men).
– growing by an average of 1.2 million persons (one
Million two hundred thousand) annually.
– 43% of population below 15 years
– females in the reproductive age (15-49)
constituted about 48.3 % of population.
Economy
• Economy is agricultural based (accounts for
over 24 % of GDP & 70 % of the labour force);
• Largest import market for food and agricultural
products in East Africa - preferring white corn
flour to produce “ugali” as part of their daily
food intake, which on average makes 50% daily
caloric intake
Kenya’s Key Industry Sectors Growth Rates (%)
Sector
2010
2011
Financial Intermediation
9.0
7.8
Wholesale & Retail Trade
8.0
7.3
Hotels & Restaurants
4.2
5.0
Transport & Communication
6.9
4.6
Education
4.5
4.9
Main sources of growth -Last 5 years (average %)
Sector
Average growth
Transport & Communication
20.0
Wholesale & Retail trade
18.5
Manufacturing
10.3
Education
8.5
Financial Intermediation
6.8
Economic Governance
• 41 ministries run by cabinet ministers
(political
heads)
and
permanent
secretaries(technical heads)
• Key ministries based on their critical
functions;
– Finance, Planning/Economic Development,
– Local Government, Internal Security, Agriculture,
Health,
– Defense, Tourism, Trade, Roads & Public Works
– Environment/Natural Resources, Communication, Cooperatives and Labour.
Economic Governance..
• Transition after the enactment of the new
constitution – August 2010:
– Section 152 (1) provides for no fewer than 14
and no more than 22 Cabinet Secretaries
(Ministers) including the President, Deputy
President and the Attorney General
Key Policies Impacting TVET
 Sessional Paper No. 5 of 2005
 KESSP
 Economic policies – ERS, Vision 2030, etc
 Youth Policy
 The new Constitution 2010 – devolved
structures and new governance dispensation
TIVET Specific Policies
 National training strategy for TVET 2005 – Ensure that
TVET institutions are adequately funded and equipped by
2008.
 Gender Policy in Education - Seeks to increase enrolment,
retention, transition and achievement in TVET, especially
for girls and women.
 TVET Bill- reviewed national legal frame work for TVET
 Pending - Establishment of a TVET Authority to oversee the
TIVET systems in the country (GoK 2008).
 National Industrial Training Authority (NITA) 2011 – most
recent
Semi/Non- Governmental Actors
• National Industrial Training Authority- Industrial Training Act Cap
237(Amendment) of the Laws of Kenya(November 2011)
• Kenya national chamber of commerce and industry (KNCC&I)established in 1965
• Kenya Private Sector Alliance (KEPSA)- formed in 2003
• Federation of Kenya Employers (FKE)-registered under the
Labour Act
• Kenya Association of Manufacturers (KAM)-constituted in 1959
• Kenya National Federation of Jua Kali Associations (KNFJKA)registered in 1992
• Eastern Africa Association (EAA)- Established in 1964
• East African Business Council (EABC).
• National Economic and Social Council (NESC)
Sectors with Potential for L4W
• The Vision 2030 has identified 6 sectors for
development in realization of the vision:
– Tourism,
– Business Processing Outsourcing (BPO),
– Manufacturing,
– Agriculture,
– Finance, and
– Wholesale/retail.
• Infrastructure as an enabler
Sectors with Potential for L4W..
Sector
Partner
Size
Products
Local
International
Tourism
Home stay/
Individual/
Fair World
fair Large
Trade
crafts/soapston trade affiliates
e’s/Batiks etc
Large
Business Processing Developing
Telecom
Outsourcing (BPO)
apps
firms/Internet
firms/Banks
Manufacturing
Large
Jua
Kali Universities/KIRDI/
products value WIPO/
addition
– Min
of
electrical
Industrialization
Agriculture/Livestock
Agri-business
Finance
m-pesa
Wholesale/retail
Infrastructure
Distributorship
CONSTRUCTION
Training Institutes/ AGOA/
Milk processing Co. Technoserve
Tuzo, Brookside
Telecom
firms
/Banks
Maintenance /agents
Large
Large
2.
TVET Sector -Supply side
• TVET includes;
Technical training institutions,
MSE training and demonstration centres,
Youth polytechnics and National Youth
Service Skills Development Centres.
• TVET programmes are offered in;
Youth Polytechnics
Technical Training Institutes
Institutes of Technology and,
National Polytechnic universities
Supply Introduction Cont…
Aims and Purpose of TVET in Kenya
 Involve all relevant stakeholders in the development of
a comprehensive national skills training strategy.
 Establish mechanisms and appropriate incentives to
promote private sector investments
 Provide loans and bursaries to enhance access to
TVET.
 Establish a national coordinating body TIVETA.
 Mobilize resources to rehabilitate facilities in public
TVET institutions.
Structure of Education and Training System
TECHNICAL
DACTORATES
DOCTORATE
MASTERS
Above 18
TERTIARY
DIPLOMA
14 to
18
6 to
14
MASTERS TECHNICAL
TIVET TERTIARY
DIPLOMA
UNIVERSITY
UNDER-GRAD
SECONDARY CYCLE
(4 YEARS)
H
I
G
H
E
R
TECHINICAL
SECONDARY
SCHOOLS
(4 YEARS)
E
D
U
C
TIVET
UNDER-GRAD
CRAFT AND
ARTISAN
B
A
S
I
C
E
D
U
PRIMARY (Formal and NFE)
(8 YEARS)
4 to
6
0
to
3
PRE-PRIMARY (2 YEARS)
ECCD (3 YEARS)
E
C
C
D
Donors Involved in TVET Programmes
World bank
The Netherlands Partners
African Development Bank
JICA
UNDP/UNIDO
Italian Government
Private sector- Microsoft , Safaricom, Samsung,
LG, etc
Issues in TVET – supply side
• Policies are in place – desire to form TIVETA to help focus –
Awaiting Action
• NITA – in place to drive private partcipation
• Funds are being sought – From ADB and other donors
• Some investments have been made especially in polytechnics
• Kenya & Mombasa polytechnics are now University colleges
• Suggestions for Incentives for private sector involvement
through the inclusive education policy.
Issues in TVET – supply side
• Gender imbalances in enrolment and in different
fields of study.
• Terminal nature of TVET.
• Shortage of TVET opportunities particularly in
rural/marginalized areas- the institutions are few
compared to demand- number of school leavers at
class 8 (>300,000 annually Vs Annual enrolment of
approximately >80,000)- capacity to be determined.
• Relevance of TVET syllabus to the job sector
needs
Issues cont…
• Lack of sufficient training opportunities for TVET at
higher levels – Post graduate – Conversion of Technical
schools to Technical Training, National Polytechnics to
Colleges – need for balance not to hurt TVET
• TVET is still at planning level.
• Disconnect between market demands and TVET supply
(labour)- deeper culture /image issues
• Dramatic budget cuts – lack of interest by donors towards
the sector based on funding trends – to UPE
3.0 DEMAND SIDE - Labour Market
Labour Policies
The Employment Act No. 11 of 2007
 Defines the fundamental rights of employees;
 Provides basic conditions of employees and,
 Regulates employment of children.
The Labour Institutions Act No. 12 of 2007
 Regulates the establishment of labour institutions to
provide for their functions, powers and duties.
The Informal Sector
• There is an increasing number of employees who are in the
informal sector by preference.
– This is irrespective of whether they are able to join the formal
sector or not.
• The informal sector- is the largest sector and is growing
Is labour intensive, exploits adaptive technology,
acquires skills outside formal sector and,
operates in unregulated and competitive markets –
 Devolved Funding has created demand for services at
community levels requiring skills of TIVET graduates –
Areas Of Construction, Metal work
 Technological advancements expanded the skills
requirements especially in ICT- Techno parks
Unemployment Rates - Focus on
Youth and Gender.
• The Sub-Saharan Africa is one of the regions highly
affected by youth unemployment.
• It is estimated to be more than 21% (ILO: 2003).
• It is estimated that 64% of unemployed persons in
Kenya are youth.
• The government envisages an intervention that involves
a cross-section of existing TIVET institutions and
provision of a new technical training institute to each
of the country’s 8 provinces.
Transition from School to Work
Existing Approaches To Improve Transition
•
•
Creation of Industrial Incubators
The objectives of this initiative is to create industrial
incubators in order to inspire and enable TIVET
graduates set up small innovative growth oriented
business enterprises for self-employment and enhance
transfer of technology for industrial development.
To enhance transtion from primary to TIVET, the
government has set the objective of school leavers
accessing TIVET programmes through improved
infrustucture and training.
Issues for demand side
•
Many initiatives have been undertaken
1.
2.
3.
4.
Restructuring of the Ministry of labour to revamp
institutions like DIT and creation of Productivity the
productivity centre
Review of various legislations and policies
Partnerships with the private sector like FKE and
universities
Planned Investments in ICT – Fibre optics, Techno
Villages
Issues for demand side
1.
2.
3.
4.
5.
Employment is only growing in the informal sector but
dominated by unskilled labour
Unemployment rates high among the youth – in crisis approaching disaster
Employers are yet to apprceaite the need for well trained
Human resources – NITA has reviewed its policies but
not many are taking up the incentives as should be.
Questions arise on relevance of Training in relations to
skills required generally in Sub-Saharan Africa – skills
needed in the labour market.
There needs to be a national skills inventory - backed by
an efficient labour market information system.
The Way Forward: From
Understanding To Practical Support
•
•
•
TIVETA will ensure effective coordination,
management and governance of TVET systems for
inclusiveness in training in the country.
Initiatives aimed at achieving gender parity in the
TVET system will continue to be developed and
implemented by the government.
MOE to fast-track the establishment of a national
qualifications framework so as to realize inclusive
education in TVET, and other levels of education.
Observations
• Revise technical, industrial and vocational education and
training (TIVET) so that it reflects the needs of industry
and the labor market.
• Promote partnerships with the private sector,
development partners;
• Government should continuaaly undertake research to
deepen understanding of issues on sector and play role
of regulator - rather than providing training itself.
• Vocationalise general to intergrate students into the work
force and expose them to a range of skills and
experiences
• Establish more linkages between TIVET and other
sectors – adress the culture and image associated with
TIVET
Recommendations
•Better coordination between the formal and informal
training systems
•Orient TIVET towards sustainable development
•Promote broad access to learning and training and make
TIVET an instrument for social inclusiveness and
cohesion
SECTORS PRIORITISATION
SECTOR ECONOMIC
AGRICULTURE (bee keeping,
horticulture, value addition in
livestock, Agro forestry)
ICT
MANUFACTURING (including
crafts)
Proposed
stakeholders/private sector